Common Core State Standard I Can Statements 2 nd Grade


 Barnard Foster
 2 years ago
 Views:
Transcription
1 CCSS Key: Operations and Algebraic Thinking (OA) Number and Operations in Base Ten (NBT) Measurement and Data (MD) Geometry (G) Common Core State Standard 2 nd Grade Common Core State Standards for Mathematics Operations and Algebraic Thinking (OA) 2.OA.1. Use addition and subtraction within 100 to solve one and twostep word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 2. OA.1.1 Locate clue words to help me solve problems and choose when to add or subtract in a word problem. (1, 2*, 3, 4*) 2 OA.1.2 Represent addition and subtraction word problems using objects, drawings, and equations with unknowns in all positions. (1, 2*, 3*, 4*) 2 OA.1.3 Solve addition and subtraction word problems that involve one step operations. (1, 2*, 3*, 4*) 2OA.1.4 Solve word problems with unknown numbers in different positions (e.g., 5 + =13). (1, 2*, 3*, 4*) 2OA.1.5 Solve addition and subtraction word problems that involve two steps (doing one computation, and using that answer to perform a second computation that leads to the solution of the problem). (1, 2, 3*, 4*) 2OA.1.6 Differentiate between one and two step word problems and choose the correct operation to solve. (1, 2, 3*, 4*) clue words operations addition comparing equation symbols represent subtraction taking from taking apart comparing 1
2 2.OA.2. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two onedigit numbers. 2. OA.2.1 Use drawings to add and subtract one digit numbers. (1*,2*,3*,4*) 2. OA.2.2 Mentally add and subtract within 20. (1*, 2*, 3*, 4*) 2. OA.2.3 Know all sums of two one digit numbers from memory by the end Grade 2. (1*, 2*, 3*, 4*) fluently mental strategies sums digit 2.OA.3. Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. 2. OA.3.1 Identify even numbers. (1*, 2, 3, 4) 2. OA.3.2 Identify odd numbers. (1*, 2, 3, 4) 2. OA.3.3 Use skip counting patterns to determine even or odd numbers. (skip count by 2 s). (1*, 2, 3, 4) 2. OA.3.4 Create an equation that shows an even number as a sum of doubles. (1*, 2, 3, 4) even numbers odd numbers doubles skip counting patterns 2.OA.4. Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. 2. OA.4.1 Define/understand the meaning of an array. (3, 4*) 2. OA.4.2 Design an array to model addition with up to 5 rows and 5 columns. (3, 4*) 2. OA.4.3 Write an equation to express the array as the sum of equal addends. (3, 4*) array columns addends rows equal model 2
3 2.NBT.1. Understand that the three digits of a threedigit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: a. 100 can be thought of as a bundle of ten tens called a hundred. b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). 2.NBT.2. Count within 1000; skipcount by 5s, 10s, and 100s. 2.NBT.3. Read and write numbers to 1000 using baseten numerals, number names, and expanded form. 2.NBT.4. Compare two threedigit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. 2.NBT.5. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Number and Operations in Base Ten (NBT) 2. NBT.1.1 Identify the ones, tens,and hundreds place in a given number. (1*, 2, 3, 4) 2. NBT.1.2 Identify how many ones are in a ten. (1*, 2, 3*, 4) 2. NBT.1.3 Identify how many tens are in a hundred. (1*, 2, 3*, 4) 2. NBT.1.4 Practice grouping ones, tens, and hundreds to build numbers. (1*, 2, 3,4) 2. NBT.1.5 Create bundles of tens to make one hundred. (1*, 2, 3*, 4) 2. NBT.1.6 Identify place value of a number within (1*, 2, 3*, 4) 2. NBT.2.1 Count to 1000 by ones. (1, 2*) 2. NBT.2.2 Skip count by 5 s to (2, 3*, 4) 2. NBT.2.3 Skip count by 10 s to (1*,2*,3*,4*) 2. NBT.2.4 Skip count by 100 s to (1*, 2*, 3*, 4*) (1 st 9 weeks up to 250, 2 nd 9 weeks up to 500, 3 rd 9 weeks up to 750, 4 th 9 weeks up to 1000) 2. NBT.3.1 Read and write numbers within (1, 2*, 3, 4) 2. NBT.3.2 Identify any number names within (1, 2*, 3, 4) 2. NBT.3.3 Use expanded form to read and write numbers within (1, 2*, 3, 4) 2. NBT.4.1 Recognize the symbols <, >, and =. (1, 2*, 3, 4*) 2. NBT.4.2 Define greater than, less than, or equal to. (1, 2*, 3, 4*) 2. NBT.4.3 Compare numbers up to 1000 using correct symbols <,>, or =. (1, 2*, 3, 4*) 2. NBT.5.1 Fluently add numbers from 099 w/out regrouping. (1*, 2) 2. NBT.5.2 Fluently add numbers from 099 with regrouping. (2*, 3) 2. NBT.5.3 Fluently subtract numbers from 099 w/out regrouping. (1*, 2) 2. NBT.5.4 Fluently subtract numbers from 099 w/regrouping. (2*, 3) 2. NBT.5.5 Apply the properties of operations. (2*, 3) 2. NBT.5.6 Recognize that subtraction is the opposite of addition. (1*, 2) place value bundles hundreds ones tens grouping create expanded form number words to 1000 greater than less than equal to recognize fluently regrouping inverse with grouping 3
4 2.NBT.6. Add up to four twodigit numbers using strategies based on place value and properties of operations. 2.NBT.7. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting threedigit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. 2.NBT.8. Mentally add 10 or 100 to a given number , and mentally subtract 10 or 100 from a given number NBT.9. Explain why addition and subtraction strategies work, using place value and the properties of operations NBT.6.1 Identify place value within 100. (1*, 2, 3) 2. NBT.6.2 Identify properties of operations. (2*, 3) 2. NBT.6.3 Add three twodigit numbers using strategies based on place value and properties of operations. (2*, 3) 2. NBT.6.4 Add three two digit numbers using strategies based on place value and properties of operations. (2*, 3) 2. NBT.6.5 Add four twodigit numbers using place value and properties of operations. (2*, 3) 2. NBT.6.6 Add four twodigit numbers. (2, 3*, 4) 2. NBT.7.1 Identify place value within (1*, 2) 2. NBT.7.2 Identify the properties of operation within (2, 3*) 2. NBT.7.3 Use the inverse operation. (2, 3*) 2. NBT.7.4 Line up numbers correctly based on place value. (2*, 3, 4) 2. NBT.7.5 Solve addition and subtraction problems within 1,000 using concrete models, drawing, and strategies with and w/out regrouping. (1, 2, 3*) 2. NBT.7.6 Tell in my own words which strategies I used to solve the addition and subtraction problems. (2, 3*) 2. NBT.8.1 Identify place value within (1*, 2) 2. NBT.8.2 Count by tens to 900. (1, 2*) 2. NBT.8.3 Count by hundreds to (1*) 2. NBT.8.4 Apply place value knowledge to show that when adding or subtracting 10, the value of the tens place changes. (2,* 3) 2. NBT.8.5 Apply place value knowledge to show that when adding or subtracting 100, the value of the hundreds place changes. (2, 3*) 2. NBT.9.1 Create models, drawings, or use objects to defend why an addition or subtraction strategy works. (1, 2, 3*) place value properties of operations concrete models such as base ten blocks 4
5 2.MD.1. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 2.MD.2. Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. 2.MD.3. Estimate lengths using units of inches, feet, centimeters, and meters. 2.MD.4. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 2.MD.5. Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. Measurement and Data (MD) 2. MD.1.1 Define length in terms of equal units. (4*) 2.MD.1.2 Identify tools that measure length.(ex. Rulers, yard sticks, meter sticks, and measuring tapes) (4*) 2. MD.1.3 Select the appropriate tool to measure the length of an object. (4*) 2. MD.1.4 Correctly use a selected tool to measure the length of an object. (4*) 2. MD.2.1 Select the appropriate tool to measure the length of an object. (4*) 2. MD.2.2 Measure an object twice using two different standard units. (inches, centimeters, feet, yards) (4*) 2. MD.2.3 Compare, contrast, and explain the two measurements. (4*) 2. MD.3.1 Identify different units of measurements (inches, centimeters, etc.) (4*) 2. MD.3.2 Give examples of objects that relate to the size of the unit. (inches, centimeters, feet, meters) (4*) 2. MD.3.3 Estimate lengths using units of inches, feet, centimeters, and meters. (4*) 2. MD.4.1 Select the appropriate tool to measure the length of as object. (4*) 2. MD.4.2 Correctly use the tool to measure the length of two objects. (4*) 2. MD.4.3 Compare the lengths of two objects in terms of standard length units. (4*) 2. MD.4.4 Find the difference of the two lengths in terms of standard length units. (4*) 2. MD.5.1 Use addition and subtraction within 100 to solve word problems involving length. (3, 4*) 2. MD. 5.2 Create models and drawings to solve word problems involving length. (3, 4*) 2. MD. 5.3 Create equations with a symbol for the unknown number to represent the problems involving length. (3, 4*) length, ruler, inch centimeter, foot, yard, yardstick meter, meterstick estimate 5
6 2.MD.6. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2,..., and represent wholenumber sums and differences within 100 on a number line diagram. 2.MD.7. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. 2.MD.8. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? 2.MD.9. Generate measurement data by measuring lengths of several objects to the nearest whole unit or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in wholenumber units. 2.MD.10. Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple puttogether, takeapart, and compare problems 4 using information presented in a bar graph. 2. MD.6.1 Create a number line that shows whole numbers as lengths from 0 with equally spaced points corresponding to the numbers 0,1,2. (3*) 2. MD.6.2 Use a number line to solve addition and subtraction problems as length within 100. (3*) 2. MD.7.1 Define a.m. and p.m. (3*, 4) 2. MD.7.2 Count by 5 s to 60. (3*, 4) 2. MD.7.3 Read time to the nearest 5 minute intervals on analog and digital clocks. (3*, 4) 2. MD.7.4 Write time to the nearest 5 minute intervals correctly from an analog and digital clock. (3*, 4) 2. MD.8.1 Identify the name of each coin and bill. (3*, 4) 2. MD.8.2 Identify the value of each coin and bill. (3*, 4) 2. MD.8.3 Apply patterns to add like coins using appropriate symbols. (3*, 4) 2. MD.8.4 Add different coins together using appropriate symbols. (3*, 4) 2. MD.8.5 Add coins and bills together using appropriate symbols. (3*, 4) 2. MD.8.6 Solve word problems involving money. (3*, 4) 2. MD.9.1 Measure lengths of objects correctly. (4*) 2. MD.9.2 Record data of measurements. (4*) 2. MD.9.3 Describe a line plot and horizontal scale. (4*) 2. MD.9.4 Using the data collected, create a line plot. (4*) 2. MD.10.1 Describe the parts a picture graph. (1*) 2. MD.10.2 Describe the parts of a bar graph. (1*) 2. MD.10.3 Create a picture graph (with a single unit scale) to represent data set up to four categories. (1*, 2, 3*, 4) 2. MD.10.4 Create a bar graph (with a single unit scale) to represent a data set with up to four categories. (1*,2,3*, 4) 2. MD.10.5 Read data on a picture graph. (1*, 2, 3*, 4) 2. MD.10.6 Read data on a bar graph. (1*,2,3*,4) 2. MD.10.7 Use data from the picture graph to solve problems. (1*, 2, 3*, 4) 2. MD.10.8 Use data from a bar graph to solve problems. (1*,2,3*,4) analog digital penny quarter nickel dime dollar bill decimal point line plot horizontal scale data picture graph bar graph categories scale 6
7 2.G.1. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. 5 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. 2.G.2. Partition a rectangle into rows and columns of samesize squares and count to find the total number of them. 2.G.3. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Geometry (G) 2. G.1.1 Recognize shapes based on given attributes. (2*, 3) 2. G.1.2 Draw shapes based on given attributes. (2*, 3) 2. G.1.3 Identify triangle, quadrilaterals, pentagons, hexagons, and cubes. (2*, 3) 2. G.1.4 Define attributes such as angles, face, vertices, edges, and corners. (2*, 3) 2. G.2.1 Identify a square. (2*, 3) 2. G.2.2 Identify a rectangle. (2*, 3) 2. G.2.3 Compare a square and rectangle. (2*, 3) 2. G.2.4 Divide a rectangle into equal sized rows and columns of same size squares. (2*, 3) 2. G.2.5 Count the squares to find the total number of them. (2*, 3) 2. G.3.1 Define and model wordshalves, thirds, half of, a third of, fourths, etc. (2*, 3) 2. G.3.2 Identify equal shares. (2*, 3) 2. G.3.3 Separate circles and rectangles into two, three, or four equal shares. (2*, 3) 2. G.3.4 Show that equal shares of identical wholes do not need to have the same shape. (2*, 3) 2. G.3.5 Create models and drawings to represent fractions. (2*, 3) half halves thirds fourth fractions whole symmetry 7
Grade 2 Mathematics Scope and Sequence
Grade 2 Mathematics Scope and Sequence Common Core Standards 2.OA.1 I Can Statements Curriculum Materials & (Knowledge & Skills) Resources /Comments Sums and Differences to 20: (Module 1 Engage NY) 100
More informationDCSD Common Core State Standards Math Pacing Guide 2nd Grade Trimester 1
Trimester 1 OA: Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction. 1. Use addition and subtraction within 100 to solve oneand twostep word problems involving
More informationMath Grade 2. Understand that three nonzero digits of a 3digit number represent amounts of hundreds, tens and ones.
Number Sense Place value Counting Skip counting Other names for numbers Comparing numbers Using properties or place value to add and subtract Standards to be addressed in Number Sense Standard Topic Term
More informationSecond Grade Mathematics Goals
Second Grade Mathematics Goals Operations & Algebraic Thinking 2.OA.1 within 100 to solve one and twostep word problems involving situations of adding to, taking from, putting together, taking apart,
More information2nd Grade Math Curriculum Map
Standards Quarter 1 2.OA.2. Fluently add and subtract within 20 using mental strategies.* By end of Grade 2, know from memory all sums of two onedigit numbers. 2.OA.3. Determine whether a group of objects
More informationGrade 2 Arkansas Mathematics Standards. Represent and solve problems involving addition and subtraction
Grade 2 Arkansas Mathematics Standards Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction AR.Math.Content.2.OA.A.1 Use addition and subtraction within 100
More informationStandards for Mathematical Practice
Common Core State Standards Mathematics Student: Teacher: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively Standards for Mathematical Practice 3. Construct
More informationSecond Quarter Benchmark Expectations for Units 3 and 4
Mastery Expectations For the Second Grade Curriculum In Second Grade, Everyday Mathematics focuses on procedures, concepts, and s in four critical areas: Understanding of base10 notation. Building fluency
More informationGrade 2: Mathematics Curriculum (2010 Common Core) Warren Hills Cluster (K 8)
Focus Topic:OA Operations and Algebraic Thinking TSW = The Student Will TSW use addition and subtraction within 100 to solve one and twostep word problems involving situations of adding to, taking from,
More information4NPO3a Add and subtract: Whole numbers, or Fractions with like denominators, or Decimals through hundredths.
Correlation: 2016 Alabama Course of Study, Mathematics standards and NAEP Objectives When teaching Alabama Course of Study content, NAEP objectives and items are useful for identifying a level of rigor
More informationMathematics Grade 2. grade 2 17
Mathematics Grade 2 In Grade 2, instructional time should focus on four critical areas: (1) extending understanding of baseten notation; (2) building fluency with addition and subtraction; (3) using standard
More informationCOMMON CORE STATE STANDARDS FOR MATHEMATICS K2 DOMAIN PROGRESSIONS
COMMON CORE STATE STANDARDS FOR MATHEMATICS K2 DOMAIN PROGRESSIONS Compiled by Dewey Gottlieb, Hawaii Department of Education June 2010 Domain: Counting and Cardinality Know number names and the count
More information2nd Grade TLI Common Core Emphasis Standards Emphasis Standards References
2.OA.1 2.OA.1(A) 2.OA.1(B) 2.OA.1(C) 2.OA.1(D) 2.OA.1(E) 2.OA.1(F) 2.OA.1(G) 2nd Grade 20122013 Emphasis Standards References OPERATIONS & ALGEBRAIC THINKING Represent and solve problems involving addition
More informationMadison County Schools Suggested 2 nd Grade Math Pacing Guide,
Madison County Schools Suggested 2 nd Grade Math Pacing Guide, 2016 2017 The following Standards have changes from the 201516 MS College and CareerReadiness Standards: Significant Changes (ex: change
More informationCorrelation of USA Daily Math Grade 2 to Common Core State Standards for Mathematics
2.OA 2.OA.1 Use addition and subtraction within 100 to solve one and twostep word problems with unknowns in all positions. 2.OA.2 Fluently add and subtract within 20 using mental strategies. 2.OA.3 Determine
More informationCommon Core State Standards for Mathematics
A Correlation of To the Common Core State Standards for Mathematics Table of Contents Operations and Algebraic Thinking... 1 Number and Operations in Base Ten... 2 Measurement and Data... 4 Geometry...
More information2 nd Grade Standards Guide
2 nd Grade Standards Guide Table of Contents Content Page Number Overview to the Math Standards Guide 23 Geometry 4 Measurement & Data 45 Number & Operations in Base Ten 56 Operations & Algebraic Thinking
More informationMath Pacing Guide. 2 nd Grade
Unit 1: Extending Base 10 Understanding 5, 10 5 weeks Instructional Days August 8 September 9, 2016 Understand place value. MGSE2.NBT.1 Understand that the three digits of a threedigit number represent
More information2.NBT.1 20) , 200, 300, 400, 500, 600, 700, 800, NBT.2
Saxon Math 2 Class Description: Saxon mathematics is based on the principle of developing math skills incrementally and reviewing past skills daily. It also incorporates regular and cumulative assessments.
More informationOPERATIONS AND ALGEBRAIC THINKING NUMBER AND OPERATIONS IN BASE TEN MEASUREMENT AND DATA GEOMETRY USER LICENSE 535
OPERATIONS AND ALGEBRAIC THINKING 003164 REPRESENT AND SOLVE PROBLEMS INVOLVING ADDITION AND SUBTRACTION ADD AND SUBTRACT WITHIN 20 WORK WITH EQUAL GROUPS OF OBJECTS TO GAIN FOUNDATIONS FOR MULTIPLICATION
More informationxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopa Grade 2 Math Crook County School District # 1 Curriculum Guide
qwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjkl zxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiop asdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmq wertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklz Crook County School District
More informationFirst Grade Saxon Math Curriculum Guide Key Standards Addressed in Section
Sections and Lessons First Grade Saxon Math Curriculum Guide MAP September 15 26, 2014 Section 1: Lessons 110 Making Sets of Tens & Ones with Concrete Objects, Numerals, Comparing Numbers, Using Graphs
More informationThird Grade Mathematics Scope and Sequence
Third Grade Mathematics Scope and Sequence Quarter 1 Domain Operations & Algebraic Thinking Numbers & Operation in Base Ten Standard 3.OA.1 Interpret products of whole numbers, e.g., interpret 5 x 7 as
More informationDear Parents,
Dear Parents, This packet of math activities was created to help your child engage with and become excited about Math over the summer months. All projects in this packet are based upon the Connecticut
More information3.NBT NBT.2
Saxon Math 3 Class Description: Saxon mathematics is based on the principle of developing math skills incrementally and reviewing past skills daily. It also incorporates regular and cumulative assessments.
More informationThird Grade Mathematics
Standard 1: Number & Operation 3.M.1.1.1 Read, write, compare, and order whole numbers to 10,000. (287.01.a) and use numbers 3840% and use numbers Content Limit: When comparing numbers between 1,000 and
More informationDiocese of Erie Mathematics Curriculum Third Grade August 2012
Operations and Algebraic Thinking 3.OA Represent and solve problems involving multiplication and division 1 1. Interpret products of whole numbers. Interpret 5x7 as the total number of objects in 5 groups
More informationCORRELATIONS COMMON CORE STATE STANDARDS (CCSS) FOR MATHEMATICS SERIES YABISÍ (SANTILLANA) KINDERGARTEN
CORRELATIONS COMMON CORE STATE STANDARDS (CCSS) FOR MATHEMATICS SERIES YABISÍ (SANTILLANA) KINDERGARTEN CCSS Teacher s Guide Student Edition Student Workbook Counting and Cardinality K.CC Know number names
More informationGrade 3: PA Academic Eligible Content and PA Common Core Crosswalk
Grade 3: PA Academic Eligible and PA Common Core Crosswalk Alignment of Eligible : More than Just The crosswalk below is designed to show the alignment between the PA Academic Standard Eligible and the
More informationContent Area: Mathematics 3 rd Grade
Unit: Operations and Algebraic Thinking Topic: Multiplication and Division Strategies Multiplication is grouping objects into sets which is a repeated form of addition. What are the different meanings
More informationGRADE 4. M : Solve division problems without remainders. M : Recall basic addition, subtraction, and multiplication facts.
GRADE 4 Students will: Operations and Algebraic Thinking Use the four operations with whole numbers to solve problems. 1. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 7 as
More informationSecond Quarter Benchmark Expectations for Units 3 and 4. Represent multiplication as equal groups with arrays.
Mastery Expectations For the Third Grade Curriculum In Third Grade, Everyday Mathematics focuses on procedures, concepts, and s in four critical areas: Understanding of division and strategies within 100.
More informationMath 2 nd Grade GRADE LEVEL STANDARDS/DOK INDICATORS
Number Properties and Operations Whole number sense and addition and subtraction are key concepts and skills developed in early childhood. Students build on their number sense and counting sense to develop
More informationMATHEMATICS UTAH CORE GUIDES GRADE 2
MATHEMATICS UTAH CORE GUIDES GRADE 2 UTAH STATE BOARD OF EDUCATION 250 EAST 500 SOUTH P.O. BOX 144200 SALT LAKE CITY, UTAH 841144200 SYDNEE DICKSON, Ed.D., STATE SUPERINTENDENT OF PUBLIC INSTRUCTION Operations
More informationRevised Elko County School District 2 nd Grade Math Learning Targets
Elko County School District 2 nd Grade Math Learning Targets Content Standard 1.0 Students will accurately calculate and use estimation techniques, number relationships, operation rules, and algorithms;
More information3rd Grade Math Pacing Guide Unit 1 Board Approved: December 12, 2016
Unit 1 Board Approved: December 12, 2016 # CCSS Unit 1: Represent and solve problems involving multiplication and division September/October 31 Days Go Math Chapters Covered: Completed Student Learning
More informationMeasurement and Data Core Guide Grade 4
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit (Standards 4.MD.1 2) Standard 4.MD.1 Know relative sizes of measurement units within each system
More informationProblem Solving with Length, Money, and Data
Grade 2 Module 7 Problem Solving with Length, Money, and Data OVERVIEW Module 7 presents an opportunity for students to practice addition and subtraction strategies within 100 and problemsolving skills
More informationBREATHITT COUNTY SCHOOLS 3 rd Grade Math Curriculum Map Week Standard Key Vocabulary Learning Target Resources Assessment
Number Operations/Fractions/Algebraic Expressions Week 1 Week 2 3.NBT.1: Use place value understanding to round whole numbers to the nearest 10 or 100. 3.NBT.2: Fluently add and subtract within 1000 using
More informationResponse to Intervention. Grade 2
Houghton Mifflin Harcourt Response to Intervention FOR THE COMMON CORE STATE STANDARDS FOR MATHEMATICS Grade Math Expressions Lessons Correlated to Tier Lessons Tier Lessons correlated to Tier Skills and
More informationVocabulary Cards and Word Walls
Vocabulary Cards and Word Walls Revised: June 29, 2011 Important Notes for Teachers: The vocabulary cards in this file match the Common Core, the math curriculum adopted by the Utah State Board of Education,
More informationNSCAS  Math Table of Specifications
NSCAS  Math Table of Specifications MA 3. MA 3.. NUMBER: Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics
More informationSaxon Math Manipulatives in Motion Primary. Correlations
Saxon Math Manipulatives in Motion Primary Correlations Saxon Math Program Page Math K 2 Math 1 8 Math 2 14 California Math K 21 California Math 1 27 California Math 2 33 1 Saxon Math Manipulatives in
More informationStandards for Mathematical Practice
Common Core State Standards Mathematics Student: Teacher: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively Standards for Mathematical Practice 3. Construct
More informationAny items left blank for a given term means the skill is not being assessed at this time.
KINDERGARTEN MATHEMATICS GRADING BENCHMARK (11.29.2016) Any items left blank for a given term means the skill is not being assessed at this time. Counting and Cardinality ENDURING UNDERSTANDING Students
More informationOPERATIONS AND ALGEBRAIC THINKING NUMBER AND OPERATIONS IN BASE TEN NUMBER AND OPERATIONS: FRACTIONS
OPERATIONS AND ALGEBRAIC THINKING 003249 REPRESENT AND SOLVE PROBLEMS INVOLVING MULTIPLICATION AND DIVISON UNDERSTAND PROPERTIES OF MULTIPLICATION AND THE RELATIONSHIP BETWEEN MULTIPLICATION AND DIVISION
More informationAIMS Common Core Math Standards Alignment
AIMS Common Core Math Standards Alignment Third Grade Operations and Algebraic Thinking (3.OA) 1. Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of
More informationCounting and Cardinality (CC)
Counting Cardinality (CC) K.CC.B Count to tell the number of objects. K.CC.A Know number names the counting sequence. Domain Cluster Stards 1 st nd rd 4 th K.CC.A.1 Count to 100 by ones, fives by tens.
More information2nd Grade Math 2007 Standards, Benchmarks, Examples & Vocabulary
2nd Grade Math 2007 Stards, Benchmarks, s & Vocabulary Str Stard No. Benchmark (2nd Grade) 2.1.1.1 Read, write represent whole numbers up to 1000. Representations may include numerals, addition, subtraction,
More informationKenmoreTown of Tonawanda UFSD. We educate, prepare, and inspire all students to achieve their highest potential
KenmoreTown of Tonawanda UFSD We educate, prepare, and inspire all students to achieve their highest potential Grade 2 Module 8 Parent Handbook The materials contained within this packet have been taken
More informationFormative type assessment (i.e. windshield check, dry erase boards, exit tickets, multiple choice, journals, checklists, etc.
Jones County School District Assessment Blueprint 20132014 Grade/Subject Level: 3rd Grade Math Team Members: A. Mobley, K. Husser, R. Sims, S. Clark, K. Knight, J. Hall Creating Summative / District Benchmark
More informationShapes. Practice. Family Note. Unit. show 3sided, 4sided, 5sided, and 6sided shapes. Ask an adult for permission first. Add.
Home Link 81 Shapes In this lesson children examined different shapes, such as triangles, quadrilaterals, pentagons, and hexagons. They also discussed these shapes attributes or characteristics such as
More informationGrade 4 Mathematics Indiana Academic Standards Crosswalk
Grade 4 Mathematics Indiana Academic Standards Crosswalk 2014 2015 The Process Standards demonstrate the ways in which students should develop conceptual understanding of mathematical content and the ways
More informationNUMBER, NUMBER SYSTEMS, AND NUMBER RELATIONSHIPS. Kindergarten:
Kindergarten: NUMBER, NUMBER SYSTEMS, AND NUMBER RELATIONSHIPS Count by 1 s and 10 s to 100. Count on from a given number (other than 1) within the known sequence to 100. Count up to 20 objects with 11
More informationIstation Math Correlation of Standards Idaho Content Standards Mathematics
Istation Math Correlation of Standards Idaho Content Standards Mathematics Grades KNG1 Copyright 2017 Istation  All rights reserved Kindergarten K12 Standards for Mathematical Practices (MP) The Standards
More informationMath Mammoth Grade 4. Class Description:
Math Mammoth Grade 4 Class Description: In the fourth grade, students focus on multidigit multiplication and division, and a start to studying fractions and decimals, accompanied by studies in geometry
More informationCalifornia 1 st Grade Standards / Excel Math Correlation by Lesson Number
California 1 st Grade Standards / Excel Math Correlation by Lesson Lesson () L1 Using the numerals 0 to 9 Sense: L2 Selecting the correct numeral for a Sense: 2 given set of pictures Grouping and counting
More informationSOL Instruction Tracking Form Grade 3 Mathematics
SOL Instruction Tracking Form Grade 3 Mathematics Place the SOL Instruction Tracking Form after the VGLA Collection of Evidence (COE) Coversheet. Use the SOL Instruction Tracking Form to track the evidence
More information2 Developing. 2 Developing
Roosevelt School District Report Card Rubric Math Kindergarten Reporting : Knows the number names and the counting sequence. K.CC.A. Counts to 0 by ones. Counts to 0 by ones; count to 00 by tens. Counts
More informationAIMS Common Core Math Standards Alignment
AIMS Common Core Math Standards Alignment Third Grade Operations and Algebraic Thinking (.OA) 1. Interpret products of whole numbers, e.g., interpret 7 as the total number of objects in groups of 7 objects
More informationContents. PART 1 Unit 1: Probability and Data Management: Sorting and Attributes. Unit 2: Number Sense: Counting to 10
Contents PART 1 Unit 1: Probability and Data Management: Sorting and Attributes PDM11 Sorting into Groups 1 PDM12 Circles 3 PDM13 Identifying Attributes 5 Unit 2: Number Sense: Counting to 10 NS11
More informationSecond Grade Fourth Nine Week Study Guide
Second Grade Fourth Nine Week Study Guide Use the study guide to help prepare your child for the fourth nineweek math assessment. The following standards will be assessed on this test. 2.G.1 1. Tom drew
More informationGRADE 3 TEKS ALIGNMENT CHART
GRADE 3 TEKS ALIGNMENT CHART TEKS 3.2.A compose and decompose numbers up to,000 as the sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial
More informationGeorgia Department of Education Teacher and Leader Keys Effectiveness Systems. Table of Specifications by Item Grade: Third (3)
Table of Specifications by Item Subject: Mathematics/Grade 3 Assessme nt Title:. Ite m 3 rd Grade Math Pre/Post Assessment Course Number: TOS Date: SLO Measure Development Complete during SLO Development
More informationSecond Quarter Benchmark Expectations for Units 3 and 4
Mastery Expectations For the Fourth Grade Curriculum In Fourth Grade, Everyday Mathematics focuses on procedures, concepts, and s in three critical areas: Understanding and fluency with multidigit multiplication,
More informationStandards Based Report Card Rubrics
Grade Level: Kindergarten Standards Based Report Card Rubrics Content Area: Math Standard/Strand: MA.K.CCSS.Math.Content.K.CC.A.1 Count to 100 by ones and by tens. count to 100 by ones and/or tens with
More information3.OA.A Represent and solve problems involving multiplication and division
MARYLAND COLLEGE AND CAREER READY STANDARDSGRADE 3 OPERATIONS AND ALGEBRAIC THINKING 3.OA.A Represent and solve problems involving multiplication and division 3.OA.A.1 Interpret products of whole numbers,
More informationBELLEVILLE PUBLIC SCHOOLS SUMMER MATH PACKET STUDENTS ENTERING 3 rd GRADE REQUIRED MATERIALS: Pencil Centimeter/Inch Ruler Scrap Paper
BELLEVILLE PUBLIC SCHOOLS SUMMER MATH PACKET STUDENTS ENTERING 3 rd GRADE 20162017 REQUIRED MATERIALS: Pencil Centimeter/Inch Ruler Scrap Paper SUMMER MATH PACKET 20162017 NAME: SCHOOL: 1.Carol is reading
More information17 9 = = = = = = = = = 12. Choose the correct answer.
Page 1 Choose the correct answer. 1. Which shows a related addition fact? 17 9 = 8 17 + 9 = 26 9 8 = 1 8 + 9 = 17 25 8 = 17 2. There are 7 big dogs and 6 small dogs. Which number sentence shows how many
More information15 8 = = = = = = = = = 9. Choose the correct answer.
Page 1 Choose the correct answer. 1. Which shows a related addition fact? 15 8 = 7 15 + 7 = 22 8 7 = 1 7 + 8 = 15 23 8 = 15 2. There are 9 bugs on the grass and 5 bugs on a leaf. Which number sentence
More informationSummer Solutions Common Core Mathematics 4. Common Core. Mathematics. Help Pages
4 Common Core Mathematics 63 Vocabulary Acute angle an angle measuring less than 90 Area the amount of space within a polygon; area is always measured in square units (feet 2, meters 2, ) Congruent figures
More informationIstation Math Correlation of Standards Arkansas Academic Standards Mathematics
Istation Math Correlation of Standards Arkansas Academic Standards Mathematics  Grade 1 Copyright 2017 Istation  All rights reserved Counting and Cardinality (CC) Know number names and the count sequence
More information3rd Grade Math Unit 1 8/18. # of Days: 7. Assessment: Fluency with Addition & Subtraction 3.MD.A.1 MP 1, 2, 3, 4, 5, 6 3.MD.A.
Math Unit 1 # of Days: 7 8/18 Fluency with Addition & Subtraction. 3.MD.A.1 MP 1, 2, 3, 4, 5, 6 3.MD.A.2 MP 1, 2, 4, 5 3.NBT.A.2 3.OA.D.8 MP 1, 2, 3, 4, 5, 6 3.OA.D.9 MP 3, 6, 7, 8 3.MD.B.3 MP 2, 4 Tell
More informationMeasuring Lengths with a Ruler
LESSON 44 Measuring Lengths with a Ruler Power Up facts mental math Power Up F a. Time: How many minutes is 5 hours? b. Time: What time is 33 minutes after 6:7 a.m.? 7:00 a.m. c. Money: Which bill has
More informationTriangles, Rectangles, Squares, and Circles
LESSON Name 2 Teacher Notes: page 27 Triangles, Rectangles, Squares, and Circles Refer students to Circle on page 4 in the Student Reference Guide. Post Reference Chart Circle. Use the compasses from the
More informationCCSS Mathematics Standards Operations & Algebraic Thinking Third Grade Date Taught
Operations & Algebraic Thinking Retaught Reviewed Represent and solve problems involving multiplication and division. Assessed CCSS.MATH.CONTENT.3.OA.A.1 Interpret products of whole numbers, e.g., interpret
More informationGRADE LEVEL: FOURTH GRADE SUBJECT: MATH DATE: Read (in standard form) whole numbers. whole numbers Equivalent Whole Numbers
CRAWFORDSVILLE COMMUNITY SCHOOL CORPORATION 1 GRADE LEVEL: FOURTH GRADE SUBJECT: MATH DATE: 2019 2020 GRADING PERIOD: QUARTER 1 MASTER COPY 1 20 19 NUMBER SENSE Whole Numbers 4.NS.1: Read and write whole
More informationMathematics Expectations Page 1 Grade 04
Mathematics Expectations Page 1 Problem Solving Mathematical Process Expectations 4m1 develop, select, and apply problemsolving strategies as they pose and solve problems and conduct investigations, to
More informationMath  1st Grade. Number and Operations Count, write, and order numbers
Number and Operations Count, write, and order s N.ME.01.01 Count to 110 by 1's, 2's, 5's, and 10's, starting from any in the ; count to 500 by 100's and 10's; use ordinals to identify position in a, e.g.,
More informationSquares Multiplication Facts: Square Numbers
LESSON 61 page 328 Squares Multiplication Facts: Square Numbers Name Teacher Notes: Introduce Hint #21 Multiplication/ Division Fact Families. Review Multiplication Table on page 5 and Quadrilaterals on
More informationBracken County Schools Curriculum Guide Math. Grade 1 Unit 1: Number Computation Suggested Length: Ongoing
Grade 1 Unit 1: Number Computation Suggested Length: Ongoing Program of Studies 1. How are numbers used in our everyday life? NC2 order groups of objects according to quantity NC3 explore appropriate
More informationCorrelation of Nelson Mathematics 2 to The Ontario Curriculum Grades 18 Mathematics Revised 2005
Correlation of Nelson Mathematics 2 to The Ontario Curriculum Grades 18 Mathematics Revised 2005 Number Sense and Numeration: Grade 2 Section: Overall Expectations Nelson Mathematics 2 read, represent,
More informationNorthern York County School District Curriculum
Northern York County School District Curriculum Course Name Grade Level Mathematics Fourth grade Unit 1 Number and Operations Base Ten Time Frame 45 Weeks PA Common Core Standard (Descriptor) (Grades
More informationContents. PART 1 Unit 1: Number Sense: Numbers to 10. Unit 2: Number Sense: Numbers to 20. Unit 3: Patterns and Algebra: Repeating Patterns
Contents PART 1 Unit 1: Number Sense: Numbers to 10 NS21 Counting and Matching 1 NS22 OnetoOne Correspondence 3 NS23 More, Fewer, and Less 5 NS24 How Many More? 7 NS25 Reading Number Words to Ten
More informationSaxon Math K, Math 1, Math 2, and Math 3 Scope and Sequence
,,, and Scope and Sequence Numbers and Operations Number Sense and Numeration Counts by 1 s, 5 s, and 10 s Counts by 2 s, 25 s Counts by 100 s Counts by 3 s, 4 s Counts by 6 s, 7 s, 8 s, 9 s, and 12 s
More information(a) + 22 = 40 (b) 58 + = 72. (c) 28 = 54 (d) 48 = 19. (a) 43 + = 100 (b) = [2] (c) = (d) = [2]
Assessment Test for Singapore Primary Mathematics 2B Common Core Edition This test covers material taught in Primary Mathematics 2B Common Core Edition (http://www.singaporemath.com/) 1. Fill in the blanks
More informationMeasurement. Larger Numbers Addition Subtraction
1 st Nine Weeks Math Year at a Glance: 1 st Nine Weeks 2 nd Nine Weeks 3 rd Nine Weeks 4 th Nine Weeks Geometry Sorting Positions Patterns Positions Counting Compare Numbers Addition Measurement Larger
More informationFoundations of Multiplication and Division
Grade 2 Module 6 Foundations of Multiplication and Division OVERVIEW Grade 2 Module 6 lays the conceptual foundation for multiplication and division in Grade 3 and for the idea that numbers other than
More informationTriangles, Rectangles, Squares, and Circles
Triangles, Rectangles, Squares, and Circles Triangle sides Rectangle 4 sides Lesson 21 21 Square length a rectangle with 4 equal sides width Measures of a circle: Radius = 1 diameter Diameter = 2 radius
More informationMath Kindergarten. Within 10 Within 20 standard order, pairing each object with only one number name, and one name with one number of objects counted.
Math Kindergarten Reporting Categories  Kindergarten Number Sense Counting Identifying number of objects Writing numbers Comparing numbers Instant recognition of quantities (to 6) Counting on Standards
More informationFor more information on the Common Core State Standards, visit Beast Academy Grade 4 Chapters 112:
Beast Academy Scope and Sequence for Grade 4 (books 4A through 4D). The content covered in Beast Academy Grade 4 is loosely based on the standards created by the Common Core State Standards Initiative.
More informationDiocese of Boise Math Curriculum Kindergarten
Diocese of Boise Math Curriculum Kindergarten ESSENTIAL Sample Questions What are numbers? counting and how can it be used Counting and Cardinality Know number names and count sequence Count to tell number
More informationWeekly Math Magic Set 1
Weekly Math Magic Set 1 Weekly Math Magic consists of nine weeks of mathematics printables designed to introduce, practice and review essential skills. Each week is presented in the exact same format
More informationMath CC Review 25 SHOW YOUR WORK!
Math CC Review 25 SHOW YOUR WORK! What time is it? 4 10 62  51 Place , = 99 100 Write the numbers: 6 tens, 5 ones 2 tens, 12 ones Oliver had 14 pennies. He gave 4 to Karl. How many pennies did
More informationI can use the four operations (+, , x, ) to help me understand math.
I Can Common Core! 4 th Grade Math I can use the four operations (+, , x, ) to help me understand math. Page 1 I can understand that multiplication fact problems can be seen as comparisons of groups (e.g.,
More informationHuntington Beach City School District Kindergarten Mathematics Standards Schedule
20162017 Interim Assessment Schedule Orange Interim Assessment: November 1  November 18, 2016 Green Interim Assessment: February 20  March 10, 2017 Blueprint Summative Assessment: May 1  June 16, 2017
More informationSaxon Math Grade 1. GPS Pacing Guide
Saxon Math Grade 1 GPS Pacing Guide GRADE 1 Differentiate Instruction with the Saxon GPS Pacing Guide Taking Students from Where They Are to Where They Need to Be Saxon Math was customized to cover all
More informationLevel 1 Grade Level Page 1 of 2 ABE Mathematics Verification Checklist with Materials Used and Mastery Level
Level 1 Grade Level 01.9 Page 1 of 2 ABE Mathematics Verification Checklist with Materials Used and Level M.1.1 Number Sense and Operations M.1.1.1 Associate numbers and words for numbers with quantities.
More informationAn Overview of Mathematics 4
An Overview of Mathematics 4 Number (N) read, write, represent, and describe whole numbers to 10 000 using concrete materials, pictures, expressions (e.g., 400 + 7), words, placevalue charts, and symbols
More informationCore Learning Standards for Mathematics Grade 1 SAMPLE. Mondays p. 58 #3 4 p. 67 #2 5 p. 76 #2 5
Core Learning Standards for Mathematics Grade 1 Use addition and subtraction within 20 to solve word problems. Solve word problems that call for addition of three whole numbers whose sum is less than or
More information